Lesson 1: Phase II

1. Instructional Decisions/Teaching (InTask Standard # 9):   
  

My lesson went well because I was able to bring new understanding of why Earth is the best planet to sustain life. Accomplishing this, I guided students through inquiry learning by researching Earth and other planets within our solar system. Students were then able to discuss their new findings and build upon that by watching a brain pop video based on Earth. The students were then able to apply their knowledge by creating a brochure and showing me the things that they learned and understood. Further explanations were given as to what I would have done in a real class setting as well as a blog reflection that would be completed at home. What didn’t go well during the implementation of my lesson was computer difficulties, I should have made sure beforehand that all the computers were on the PC mode rather than Apple. The software system that we used to create the brochures, Publisher was only downloaded on the PC. A lot of time was wasted trying to figure out why certain computers didn’t have this program. I should have also checked to see that Google Earth did not work, that was an important aspect to my lesson and we were unable to use it. I realized that I could have also talked about the modifications and adaptions that I would have made for students with limited abilities. Alignment to the objectives and standards were met and maintained as I was able to adequately meet the standards through the objectives that were taught. Modifications made during the implementation of the lesson were because of computer difficulties, I had to team a pair of students up to work on the brochure together. In a real setting this could be a real modification regarding ELL students or cognitively delayed students by pairing them up with a gifted student or a teacher’s aide. Also, instead of using Google Earth I had to modify the lesson by using research techniques where they were able to look up information on the internet. 

2. Mechanics:  
   

The technology that the students and I used were computers. This technology was used first by the students as they were able to research the Earth, Moon and Mars. In a real classroom setting I would have then used the computers and smartboard to show students how to further use Google Earth to explore the solar system. I was then able to use the computer to play a video for the students providing more information to them about the planet that they live on and why they are able to live on it. Moving on to our next activity where they were to create brochures based on planet Earth, I showed them a model of a brochure that I created. Students were then instructed to use the Publisher software system to create their own brochure. To conclude I explained that students would then as homework complete a reflection on their blog based on their new understandings of planet Earth. My lesson was within the correct time frame because I knew how much time I had and modifications were made during so that I was able to do so. However I definitely could have used more time and next time I know that I can’t fit everything in, otherwise it is rushed and the lesson becomes unclear.

3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning

Based on my assessment I found it hard to distinguish my students level of success in achieving the standards and objectives for my lesson because of the lack of time. My students were unable to complete their brochures and with what they did finish did not exactly show the main objective points that I wanted them to include. However my formative assessment, the discussion I had with them before we created the brochures went well and I was able to get great feedback on what they learned and I felt that I was able to guide them in the right direction. Next time I would like to make it more clear that the purpose of the brochures was to create an enticing brochure based on why Earth is able to sustain life rather than random facts about the Earth. I am not sure where the miscommunication came from but I now know how explicit I need to be for the next time. Based on the comments I received from my classmates, I feel that this lesson was successful but could have been better based on small hiccups on my part. Feedback and comments were given based on Google Earth not working as well as computer problems with getting the software program, Publisher to pull up. My individual reflections are ones that I will take into consideration for the next lesson and I now know that all aspects of the lesson can not be included as well as double checking the technology that I am using for the lesson. 

4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

I was able to learn a lot from designing and teaching this lesson, the most important aspect that I learned and took away from it was the integration of technology. Never before have I constructed a lesson with technology solely in mind and thinking of the variety ways that technology can be used. I learned that it is a great integration to support students in their learning and is a great tool to create differentiation amongst students. Next time that I am able to teach this lesson, I would like to use and integrate more of a variety of technology such as the Smart Board and the iPads. Overall I really liked my lesson and would be one that I would like to branch off of for future lessons. Creating this lesson has helped me for creating future lesson plans because I now know how to integrate technology as well as several tools and softwares that I can use to enhance students learning. 

Micro Lesson #1

I. RATIONALE:

This lesson will align with the fifth grade “Earth in the Solar System” within the Arizona College and Career Readiness. It will begin by differentiating Earth from other planets in the solar system and recognizing why Earth is the best planet to sustain life.

II. OVERVIEW

Grade Level: 5^th Grade

Subject: Earth & Space Science

Topic of Study: Why is Earth the Best Place to Call Home?

Time Allotment: This unit will take a week or longer

Standards: 5^th Grade: Strand 6: Concept 3: Earth in Solar System: PO 2. Describe the distinguishing characteristics of the known planets in the solar system.

Objectives: Students will be able to describe distinguishing characteristics of the Earth, Moon and Mars and then be able to determine why Earth is able to sustain life.

Reflection: Prior to the lesson, students will need to know the different planets within our solar system and this prior knowledge will be obtained through a K-W-L chart. I will use this information through the planning process by ensuring that students have a knowledge and basic understanding of what planets are so that they will be able to describe the planets more in depth and comparing characteristics. The content of the lesson should be taught at this grade level because it aligns with the Common Core standards as well as it being appropriate for their grade level. The objectives that I have for my lesson align with the standards because they will be describing and comparing characteristics of the Earth, Moon and Mars. The lesson will be taught mid-school year because at the beginning of the school year we will learn basics of the planets such as their names, order they are in, etc. We will then move towards further application by depicting physical characteristics as well as gaining a foundation as to why out planet can sustain life.

III. IMPLEMENTATION

Procedure:

·      Reserve the computer lab prior to lesson and have Google Earth downloaded for each computer.

·      Begin lesson with the question; “Why is Earth the Best Place to Call Home?”

o   Our plan for the day is to determine why Earth is the best candidate to support life, contrasting to the Moon and Mars.

·      Before heading to the computer lab have students draw a triple-t chart in their science journals.

·      Go to the computer lab and have students explore Google Earth, giving little directions so that students can do most of the exploring.

·      Next, in a whole group setting, demonstrate how to navigate between planets (Earth, Moon and Mars) and have them continue to explore.

·      After giving students a fair amount of time to explore, instruct them to pull out their science journals, turn to their triple-t chart, fill the top of the chart with Earth, Moon and Mars.

·      Students will then record features of the Earth, Moon and Mars that they found while exploring.

·      Have a discussion based on their findings. Refer back to original question “Why is Earth the Best Place to Call Home?” and let them share their inquiries.

·      Watch a brain pop video on Earth https://www.brainpop.com/science/earthsystem/

·      Explain to students that they will be constructing a travel brochure advertising the most appealing aspects of Earth that would attract extraterrestrials to visit. Pictures and descriptions are to be included.

o   Brochure will be completed on the computers using the Microsoft Office software “Publisher”

·      Allow further research to be done on creditable websites, based on characteristics that make Earth unique.

·      After completion of the project, assign students into groups where they will be able to present their projects to their peers.

·      Have students turn in their brochures to the teacher.

·      For homework, have students create a blog post on their “reflection” of the project, new understandings, and three descriptive reasons why Earth is the best place to call home.

Reflection: I will be using the instructional methods that I have described because they are ones that I feel will best fit the needs of my students as well as supporting their learning with this objective and standard. Students will go through the process of inquiry learning as well as active learning by finding their own understanding of why Earth, Moon and Mars are different as well as why Earth sustains life. Students will need to use high order thinking to understand this concept and will use creative methods to do so. They will be using technology throughout to support their research and understanding.

Technology Integration: Students will have several opportunities to use technology throughout the lesson. As my lesson begins, students are guided by inquiry learning through exploring on Google Earth different characteristics of the Earth, Moon and Mars. I will also be using this technology by further displaying how to navigate on Google Earth in a whole group setting. I will then show students a brain pop video about Earth, further describing why Earth is the best candidate to support life. Students will then use their computers and be navigated to the Microsoft Word software “Publisher” where they will then create a brochure based on their learnings which will be printed out to present and turned into me. The final technological integration used will be an online blog posting reflecting on their project and new understandings.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

•Cognitive delay: Define keywords for students beforehand and talk about what they mean, provide as many visuals as possible, regularly check up on these students and have them monitored by other teacher figures, prepare and notify students in advanced that there will be a change in routine such as going to the computer lab. Other cognitive delays such as deaf or blind will be given modifications so that they are able to get the most out of their learning and be successful. Examples of this include visual guidance, or verbal, enhanced text size, adjusting computer settings to meet student’s needs, etc. Differentiate assignments.

•Gifted: Provide students with questions that require higher level responses, provide problem-solving activities that can be done based on Earth for when they finish early, encourage peer assistance and guidance especially with their peers that are ELL or are cognitively delayed. If there are several gifted students, allow for further exploration by having them explore different viewpoints of these planets and then come together to compare. The main objective I would do for gifted students is to differentiate their assignments.

•ELL: Define keywords for students beforehand in their L1 and English, if possible have the computer lab teacher give direct guidance, peer help and assistance, have the brain pop video in their L1 language to listen to as well as English, provide as many visuals as possible, either have them team up with a student to complete the brochure, create it in their L1 language or have direct help from teacher to create it. Allow blog posting to be relatively shorter and ensure the basics of the content is met. Differentiate assignments.

IV. ASSESSMENT

Procedure:

I will formatively assess my students using the T-chart that they will be filling out with the characteristics they found while on Google Earth. As part of the formative and summative assessment I will assess them through the brochure that they will individually create based on why Earth is the best planet to live on. Also, as part of the summative assessment I will assess their reflection blog posting based on their new understandings of planet Earth.

Reflection: The assessments align with my standards and objectives because I will be assessing them on their ability to differentiate and distinguish characteristics they see between Earth, Moon and Mars. Though their T-chart, brochure and blog posting I will be able to see if students were able to successfully meet our objective. The assessments demonstrate high order thinking through the use of inquiry learning as well as their creation of their brochure. Assessments will show if individual needs were met and I will be able to analyze whether or not students mastered the concept or needed further instruction as a whole group and/or individually.

Instruments:

Characteristics of Planets in the Solar System Checklist

KEY X (Full) - (Partial) O (None)	Recognizes Characteristics of Earth, Moon and Mars	Correct Application/Knowledge of Brochure	Understanding of How Earth Sustains Life
Delilah
Brett
Joe
Lisa
Jeremy
Julie
Aaron

IIV. MATERIALS AND RESOURCES

·      Science journals

·      Pencils

·      Computers

·      Google Earth

·      Microsoft Publisher

·      Printer

·      Blog

·      Checklist

Reflection: My lesson meets several of the ISTE NETs standards, one of the main objectives I want for my students is to inspire their learning of the focused planets through the use of creative learning and application. This enables their learning to be more meaningful and inspires them to learn. Technology is thoroughly integrated throughout my lesson to support our technologically advancing world. Assessments and learning will be evaluated, and I will be able to see whether my lesson needs to be altered during the application process or afterwards seeing that the objective has not been met. Students will promote and model digital citizenship through respect of the computers that they will be using as well as an understanding of the safe and ethical use of being on the Internet while doing research. Every individual learner needs will be met accordingly and an example of this can be done on the computers by changing the settings and making appropriate adjustments. Differentiated instruction will also be in mind. Students will be able to engage with their peers based on their new understandings and even their application process-using Publisher. Having digital etiquette as well as responsible social interactions related to the use of technology will be expected.

Global Digital Citizenship

Addressing each of the issues in Global digital citizenship; Safe, ethical, and legal use, Socially responsible digital use, Equitable access, and Global awareness and cultural understanding. I will explain and describe how the technology that I researched, the Geometer Sketchpad should be used within learning environments.

In what learning environments would the technology resource I presented be appropriate?

• Safe, Ethical and Legal Use: Appropriately using the geometer sketchpad in such a way would include maddening and teaching the students how to safely use the geometer because they are having access to a tablet that has internet where they can easily go off task and search the web for other things. Legal use would include the purchase of the geometer software system. You can also explain to your students how the geometer software is one that is safe, ethical and a legal versus other softwares that are not. 

• Socially Responsible Digital Use: Includes while using the geometer students need to have expectations from their teacher based on their behavior and in how they interact with one another while using it. This can include providing appropriate and meaningful feedback if a peer were to demonstrate their answer on their geometer sketchpad and got an incorrect answer. Also, if knowledge of other classes don't have such technology, it should be our classes digitally responsible goal to be activist in helping them obtain it for their class.

• Equitable Access: Allowing the geometer to be equitable for all students would include research, effort and time in fully understanding the geometer and providing ways for students of all learning to be able to access and use to geometer sketchpad. This may even include one on one help by the teacher, aid or even a classmate. 

• Global Awareness and Cultural Understanding: The learning environment for this topic would be to create a community that uses technology and more specifically, the geometer for math. This includes the understanding of differences within the cultures of your classroom and each individuals knowledge, use and understanding of technology. Students will not all be on the same skill level with technology so it is important to meet each students needs. The teacher could even connect with other students from other states or country that also uses the geometer sketchpad and share their findings, knowledge and feelings about it. 

In what learning environments would the technology resource I presented NOT be appropriate?

• Safe, Ethical and Legal Use: Not using the geometer legally would be to not pay for it and illegally downloading the software. Also by not teaching your students safe procedures while using it and being on the internet. Socializing with others that use the geometer as well, no information about your students should be revealed. 

• Socially Responsible Digital Use: The geometer sketchpad would not be appropriate to use in an isolated learning environment. As I explained earlier, this software can be done on the computer or iPad and if you have students that are uninterested in learning, many could possibly veer off of using the geometer and search the web doing other things on the internet. I think that monitoring and being their as a guide to help them will limit students to go off track.

• Equitable Access: Would be inappropriate if not all students were able to access it or use this device. Having an equitable classroom means that you are individually setting each student up for success and having this technological tool to help with math is one way to do so. Without each student being able to use it, it would be an unfair advantage. 

• Global Awareness and Cultural Understanding: An inappropriate use would be to not see this technological tool as a privilege and a way to help students have more success. If they were to abuse this privilege or make other students feel less for not being able to have this device in their classrooms would be highly inappropriate. Also by not using this tool to promote personal collaboration and diverse backgrounds. 

How might it be modified to be appropriate?

• Safe, Ethical and Legal Use: Modifying it would be to obviously pay for the program. You could talk to the school principle and see if this is something the school could fund so that you don't personally have to pay out of pocket. Safe procedures should be addressed so that students know the safety procedures of being on the internet. Also how to physically take care of technology and to not damage the devices given so that they will last and each student will have access to one. 

• Socially Responsible Digital Use: Modifying would include monitoring the students use of the geometer, to see their progress with it you could have them show you how they solved one of their problems using them sketchpad. This will give you an opportunity to assess them, you could also have them teach the class with the method that they used. It is also important for you to display your expectations while using the geometer and to not search the web as well as being aware of others feelings while presenting their answer whether it be correct or incorrect. 

• Equitable Access: Modifying this would include bringing attention to the administration on the success of this technological device and hypothesizing on ways to try to buy this software for the entire school. This way, each student has equitable access to this tool and everyone can be more successful in their learning of math. 

• Global Awareness and Cultural Understanding: Modifying this would be to teach your students about the privilege that this tool is and that other schools may not be as fortunate. Also, maybe thinking of ways to being an activist for other students that don't have access to such technology and to create a technological culture of learning. Pair students up so that they get exposure to students of different cultures which include separating them from their friends. 

What do you now know that needs to be considered when using technology in the classroom?

• Safe, Ethical and Legal Use: I know that students need to learn that this tool is for learning and to not use it in any way that threatens our safety, morals or laws. 

• Socially Responsible Digital Use: I know that the use of this technology while using the internet should be used cautiously. Also in being aware of one anthers feelings while using this device as well as their own personal actions while using it. 

• Equitable Access: I know that ALL students including ones with special needs, teachers, and staff should all be given opportunities to use this technological device for their success with learning mathematics through a deeper learning level. 

• Global Awareness and Cultural Understanding: I know that through the use of the geometer sketchpad this can enhance students ability to work collaboratively with their peers of diverse backgrounds through the use of planning and pairing them in groups that they are not familiar with. Also to understand and seek answers globally (pen pal about geometer sketchpad).